It seems that the techniques used for problem solving Andrew Raw mentioned rely
on metacognition and the role of selfmonitoring own´s work and thinking
strategies.
The other strategy used by college students, which incorporated their exposition
to the class, to make others follow their ways of thinking (which also promotes
selfmonitoring) is a quite interesting one, since it does not only "shows a way
of reasoning step by step in the right way" (which is promoting convergent and
not divergent thinking),
but promotes peer relation in learning.
What do you think about the role of affect and selfconcept in the development of
metacognitive strategies, which involves learning strategies and problem
solving?
____________________________________
Lorena Landeo Schenone
Calidad Educativa
Pontificia Universidad Católica
T(511) 261 4175
F(511) 261 5387
landeo.lv@...
www.pucp.edu.pe/calidad
----- Original Message -----
From: Andrew Raw
To: learning-science-concepts@...
Sent: Tuesday, December 09, 2003 4:07 PM
Subject: Re: LSC: All quiet on the learning science front?


I have done quite a bit of work in this area. In one study I observed some A
level students solving a mechanics problem and classified their problem
solving difficulties using some of the ideas of Reyven Feuerstein. You can
probably guess the sort of difficulties I found- for example, they did not
draw diagrams or note down information given, they did not read the question
carefully, they did not take a planned approach to solving the problem.

I then used some algorithms to help them solve certain types of problem such
as those involving resolution of forces, or the use of moments or projectile
problems. The idea is to show them the steps that an expert takes when
solving such problems and so give them a structure (scaffold?) to help them.
I had some success and think that this approach has some uses, but also has
problems with it.

Later, I tried to use De Corte's model of a powerful learning environment to
help students improve their general problem solving. This involved, amongst
other things, my careful modelling of solutions, stressing various
heuristics such as "read and re- read the question" and "draw a diagram",
getting students to present solutions and discussing their approaches and
giving students hints to solving problems.

My students were positive about many of my "techniques" but I found it
difficult to get other solid evidence that the techniques had improved their
problem solving.

I feel that there are things that a teacher can do to help students' problem
solving, but that it is difficult to change student behaviour in a short
time.

Eileen Scanlon wrote a paper on A level physicists problem solving and there
was a lot of work done in the seventies on physics problem solving in
America. where it is still an area of interest . I think that lessons can
also be learned from the CASE project and from Instrumental Enrichment- the
programme devised by Feuerstein.

The guru, though, is Alan Schoenfeld- who has done a lot of work about
mathematical problem solving- he really does seem to have improved problem
solving in his students. His techniques, which involve university maths
students doing work up at the board and having detailed discussions about
their thinking when solving a problem simply did not work in a sixth form
college where I found students to be very unhappy about standing up in front
of a class and not really interested in discussing problem solving
techniques.

If anyone would like to know more, or just would like some references, or if
they have done any work that they woud like to share, then please get in
contact- "off list" if appropriate.

Best wishes to you all out there- have a good rest over Christmas,

Andy Raw
Holy Cross College,
Bury

----- Original Message -----
From: RICHARD CHAPMAN <r_i_chapman@...>
To: <learning-science-concepts@...>
Sent: Monday, December 08, 2003 1:17 PM
Subject: Re: LSC: All quiet on the learning science front?


> To: Dr. Keith Taber
> From: Richard Chapman
>
> Is anyone doing any studies on how students learn physics at A level
and/or problem solve?
>
>
>
>
> About this list:
>
> Purpose: an international forum for discussing aspects of learning in
science, and for circulating news about publications, projects, etc.,
related to this theme.
>
> Membership: open to teachers at any level, researchers into learning in
science and related fields, and any others interested in the topic.
>
> This list gives you the choice of receiving e-mails individually, or as a
single daily digest of all messages circulated that day.
>
> homepage:
> http://groups.yahoo.com/group/learning-science-concepts/
> bookmarks to other sites:
> http://groups.yahoo.com/group/learning-science-concepts/links
> bibliography on learning in science
> http://groups.yahoo.com/group/learning-science-concepts/files/
>
> This list is a moderated discussion group (ie postings are vetted for
relevance to the group theme).
>
> Moderator: Dr. Keith Taber, Faculty of Education, University of Cambridge.
> http://www.educ.cam.ac.uk/staff/taber.html
>
>
> to join an un-moderated general science education discussion list, please
visit:
> http://groups.yahoo.com/group/science-education/
>
>
>
> Your use of Yahoo! Groups is subject to
http://uk.docs.yahoo.com/info/terms.html
>
>
>



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About this list:

Purpose: an international forum for discussing aspects of learning in science,
and for circulating news about publications, projects, etc., related to this
theme.

Membership: open to teachers at any level, researchers into learning in
science and related fields, and any others interested in the topic.

This list gives you the choice of receiving e-mails individually, or as a
single daily digest of all messages circulated that day.

homepage:
http://groups.yahoo.com/group/learning-science-concepts/
bookmarks to other sites:
http://groups.yahoo.com/group/learning-science-concepts/links
bibliography on learning in science
http://groups.yahoo.com/group/learning-science-concepts/files/

This list is a moderated discussion group (ie postings are vetted for
relevance to the group theme).

Moderator: Dr. Keith Taber, Faculty of Education, University of Cambridge.
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